O Level Outcomes

Reading Comprehension and

Writing Skills Oral /Aural Skills
Summary Skills
Students should be able to: Students should be able to: Students should be able to:

1. write in a variety of genres as 1. read and comprehend a variety of 1. speak audibly

prescribed by the ‘O’-Level genres
examination, with attention to 2. read accurately and fluently,
appropriate format, style and 2. understand and respond with an awareness of expression
length: appropriately to written instructions, and audience
directions and questions.
* narrative/recount of personal 3. understand and use the more
experiences 3. identify specific information located at common speech conventions of
* descriptive one or more points in a text (literal social English
* expository comprehension)
* discursive/argumentative 4. participate effectively in a
* formal letters 4. identify implied meaning and make conversation and develop
* informal letters deductions from information in a text responses to prompts
* speeches
* brochures / leaflets 5. infer the meanings of unfamiliar words
* reports and expressions (e.g. idiomatic
* magazine articles phrases) from their context in a
passage
2. interpret the question appropriately
and maintain focus and the 6. answer questions using the following
reader’s interest throughout the reading strategies:
composition
- use word recognition skills to check
3. plan, organise and write in meaning
paragraphs - use knowledge of cohesive devices
and text organization
ENGLISH LANGUAGE – SPN 21 SCHEME OF WORK 1
YEAR 9
 4. arouse interest, maintaining
coherence and cohesion
5. choose a vocabulary and tone
which is suited to its purpose and
audience, and use correct grammar
and punctuation
6. demonstrate consistency in
language usage
7.write legibly, and present work
clearly
ENGLISH LANGUAGE – SPN 21 SCHEME OF WORK
YEAR 9
- use contextual clues (association of
words/ ideas and logical relationship
of ideas)
- use prior knowledge: familiar words,
word association, knowledge of the
topic/figurative language/
connotations/ culture
- skim for gist and scan for details
7. select, retrieve, evaluate and combine
information from a selected section of
the text
8. summarise a given text to a
prescribed word limit, paraphrase,
and use their own words as much as
possible
9. show evidence of using cohesive
devices when writing a summary
10.edit summaries, adhering to the
conventions of grammar
2
 Scheme of Work – YEAR 9

This scheme of work is a guide for teachers teaching MA 3 classes, based mainly on
Gateway to English 3 and Excel in O-Level English. Teachers should feel free to change,
modify, supplement and vary the content of this scheme according to their students’ needs
and abilities. The first part of this scheme of work aims to continue the general and
generic development of English skills and knowledge built in MB 1 and 2. The second part
of this scheme of work signals the beginning of a more specific O-Level preparation
course, which students will continue through MA 4 and 5, up to the O-Level exam.

The Form 3 scheme of work is not intended for ‘Express’ stream students, though
teachers may wish to utilise elements of the O Level preparation course in developing
their schemes of work.

ENGLISH LANGUAGE – SPN 21 SCHEME OF WORK 3

YEAR 9
 Terms 1 & 2
Core Textbook: Gateway to English 3 (GW3)
Supplementary Materials: Essential Grammar in Use (EGU), Grammar in Use (GIU)

Additional Skills
Reading
Grammar and Language
Unit/Topic Writing Skills Comprehension and Oral/Aural Skills
Usage/ Vocabulary/ Study
Summary Skills
Skills
GW3 * Paragraph * Conversation: Saving & * Conversation: Saving & * Comparative & superlative
Unit 1 writing: Making a spending spending adjectives (EGU: U84+85,
budget A family budget * Asking & answering questions: GIU: U97-100)
Main focus: * Text messaging * Product information: Needs & wants * Present simple (GIU: U5-7,
Description * Description: Washing machines * Role play: Shopping GIU: U2)
of what Clothes for * Narrative: Shopping * Identifying & evaluating * Suffixes –er, -or for agents
people different drama specific information in a * Glossary Use
wear occasions dialogue: Buying DVDs * Dictionary Use
* Sharing personal experiences
GW3 * Paragraph * Personal memories: * Identifying & evaluating * Past simple (EGU: U10-12,
Unit 2 writing: Changes Childhood experience features in a picture: Modern GIU: U11)
* Factual Guided * Dialogues: living * Present perfect (EGU: 15-
Main focus: Narrative: Grandparents & * Account of personal 20, GIU: U13-20).
Factual Development of grandchildren experience: Changes in our * Sentence connectors:
narrative the telephone * Personal opinions: lives Similar & contrasting ideas
* Survey report: Mobile phones * Carrying out a survey: * Phrasal verbs (EGU:
Telephone Usage * Magazine article: Telephone usage U107+108, GIU: U124)
Healthy living * Listening for specific * Formation of new words
* Guided summary: information: A modern
Eating habits grandmother

ENGLISH LANGUAGE – SPN 21 SCHEME OF WORK 4

YEAR 9
 Additional Skills
Reading
Grammar and Language
Unit/Topic Writing Skills Comprehension and Oral/Aural Skills
Usage/ Vocabulary/ Study
Summary Skills
Skills
GW3 * Paragraph * Interpreting statistical * Interpreting pictures & relating * Present continuous (EGU:
Unit 3 writing: information: Four Asian to own experience: Living in U3+4, GIU: U3)
Children’s needs countries poverty * Comparative adjectives
Main focus: * Comparison: Two * Personal narrative: Child * Collating information in an * Comparisons: using more,
Compariso countries labour interview: A charity fewer…(EGU: U86+87,
n of two * Letter: Request * Carrying out group tasks: GIU: U97-100)
countries for sponsorship Planning a charity activity * Acronyms
* Prefix tele-
* Internet searching:
Charities
Additional Skills
Reading
Grammar and Language
Unit/Topic Writing Skills Comprehension and Oral/Aural Skills
Usage/ Vocabulary/ Study
Summary Skills
Skills
GW3 * Narrative: A * Radio interview & quiz * Interpreting & describing * Prepositions of time: for &
Unit 4 personal * Story: TV quiz photos since (EGU: U19+97)
experience programme * Discussion: Using the media. * Replacement of clause or
Main focus: * Expression of * Interpreting a TV guide * Sequencing information: Radio sentence by so (I hope so),
Personal views: programme or not (I hope not) (EGU:
narrative Advantages & * Listening for specific U41, GIU: U49)
disadvantages of information: Radio requests. * Nouns & noun phrases
TV * Making radio requests
* Reading aloud

ENGLISH LANGUAGE – SPN 21 SCHEME OF WORK 5

YEAR 9
 Additional Skills
Reading
Grammar and Language
Unit/Topic Writing Skills Comprehension and Oral/Aural Skills
Usage/ Vocabulary/ Study
Summary Skills
Skills
GW3 * Letter to the * Newspapers: News & * Discussion: Newspaper * Conjunction: so that (EGU:
Unit 5 press: Personal feature articles contents and organisation U109, GIU: U60)
opinions * Guided summary: News * Describing a picture: * Past passive (EGU: U21,
Main focus: * Paragraph story Car accident GIU: U40-42)
Product writing: News * Sequencing & interpreting * Internet searching: Sedna
Process item information in an interview:
description * Describing a Car accident
process: * Conversation: Giving personal
Producing a information, expressing points
newspaper of view
GW3 * An * Magazine article: * Discussion: Talking about * Superlatives with long &
Unit 6 advertisement: Advertising advertisements short adjectives (EGU:
includes * Comic story: Bash * Listening for specific U84-85)
Main focus: persuasive Street Kids information: Radio * Past continuous. (EGU:
Picture features * Poetry: Jimmy Jet advertisements U13+14, GIU: U12)
story * Narrative: based (in section B Review) * Reading aloud: Comic story * Conditional clauses with
on picture * Interpreting unless (EGU: U110-111,
sequence advertisements GIU: U39)
* Using the glossary * Words with positive
connotations
* Onomatopoeia
* Prefix re-
GW3 * Imaginary story: * Factual information: * Discussion: Man and the * Present passive (EGU:
Unit 7 A natural disaster Tuvalu environment U21, GIU: U40-42)
* Personal narrative: * Identifying & interpreting * Connectors for introducing
Main focus: Global warming information: Radio discussion effects & results: as a
Imaginativ * Factual information: * Listening to check predictions: result, therefore,
e narrative Wind power Solar powered cars consequently

ENGLISH LANGUAGE – SPN 21 SCHEME OF WORK 6

YEAR 9
 Additional Skills
Reading
Grammar and Language
Unit/Topic Writing Skills Comprehension and Oral/Aural Skills
Usage/ Vocabulary/ Study
Summary Skills
Skills
Additional Skills
Reading
Grammar and Language
Unit/Topic Writing Skills Comprehension and Oral/Aural Skills
Usage/ Vocabulary/ Study
Summary Skills
Skills
* Making suggestions about a * 2nd conditional (EGU:
picture: Solar energy U112, GIU: U34-37)
* Preparing a group report: Solar * Map reading: Australia
energy
* Game: Energy conservation
GW3 * Paragraph * Dialogue: Industrial * Transferring specific * Reported speech:
Unit 8 writing: factual dispute information to a map: Japan Statements (EGU: U49,
information – * Diary: Minamata * Role play: Eliciting information GIU: U45+46)
Main focus: Japan disease * Making predictions about * Could/couldn’t for past
Personal * Direct speech: * Multi-format sequence of events ability (EGU: U31, GIU:
letter Layout and information: doctor’s * Listening for specific sequence U25+26)
punctuation notes, memo, etc and dates * Past perfect (EGU:U21-22)
* Personal letter: * Personal letter: Family * Discussion: Political action
Family news news
* Historical * Summary: Doctor’s
account: Mercury memoirs
poisoning
* Guided poetry:
Haiku

ENGLISH LANGUAGE – SPN 21 SCHEME OF WORK 7

YEAR 9
 Additional Skills
Reading
Grammar and Language
Unit/Topic Writing Skills Comprehension and Oral/Aural Skills
Usage/ Vocabulary/ Study
Summary Skills
Skills
GW3 * Paragraph * Factual description: * Making suggestions, * Reported speech:
Unit 9 writing: A picture Marine life expressing feelings & personal Yes/No questions (GIU:
sequence * Personal narrative: opinions: Snorkeling & diving; U48)
Main focus: * Poster: Protecting Voluntary conservation Turtle conservation * a/an/the for first &
Natural turtles work * Listening for specific subsequent reference
Process * Natural process: * Guessing & checking information in a dialogue, (EGU: U64-69, GIU:U65-67)
description Life cycle of guesses checking guesses * Prefix: sub-, pre-, ex-
turtles * Inferring vocabulary * Role play: Asking and
* Personal from context answering questions
narrative: A * Information transfer to a
Brunei shipwreck table
* Finding implied
information
* Finding supporting
evidence
GW3 * Expressing * Description: Family * Discussion: Lifestyle & dreams * Reported speech:
Unit 10 opinion: profile. * Asking and answering Wh- questions. (GIU: U48)
Organising points * Report: Black people in questions: Dream car * Sentence adverbs to
Main focus: in an argument America * Identifying sequencing of express attitudes
Expression * Expressing an * Short story: The Gold events * Using a map key: The USA
of opinions opinion: Do we Cadillac
and views need cars? * Quotations and titles
* Poem: Dreams

Terms 3 & 4
Core Textbook: Excel in O-Level English

ENGLISH LANGUAGE – SPN 21 SCHEME OF WORK 8

YEAR 9
 Additional Skills
Reading
Grammar and Language
Unit/Topic Writing Skills Comprehension and Oral/Aural Skills
Usage/ Vocabulary/ Study
Summary Skills
Skills

Excel * Reporting: A * Factual information in * Discussion/ expressing * Past & Present tenses
Unit 1 Road Accident academic format: 1200 opinions: What can we do to * Past tense verbs
(Model) Tiny Islands make roads in Brunei safer? * Parts of speech
An Unfortunate * Inference and * Suffix –y, -al
Incident (Task) implication: Mustafa’s * Recycling words from the
durian, Ah Chai’s main text
workshop * Editing writing (spelling
mistakes)
* Considering common
mistakes (omission of ‘s,
the same as)

Excel * Reporting: Pulau * Factual information in * Account of personal * Linking ideas

Unit 2 Harimau as a academic format: Will experience: Your best holiday * Recycling words from the
tourist Bangkok Disappear? experience/ A place you would main text
destination. * Unfamiliar vocabulary in love to visit * Present tense verbs
(Model) context: Puan Habbibah OR * Use of the with place
Victoriaville as a Conversation/ asking and names
study centre answering questions: What I * Editing writing (present
(Task) did on my last holiday verb forms)
* Focus on * Considering common
introduction, mistakes (etc., there are
conclusion and vs they are)
sequencing ideas

ENGLISH LANGUAGE – SPN 21 SCHEME OF WORK 9

YEAR 9
 Additional Skills
Reading
Grammar and Language
Unit/Topic Writing Skills Comprehension and Oral/Aural Skills
Usage/ Vocabulary/ Study
Summary Skills
Skills

Excel * Writing a letter to * Fictional narrative: * Conversation/ asking and * Recycling words from the
Unit 3 a friend: Dear Inside Leo’s Mouth answering questions: What is main text
Azlan… (Model) * Examining the Summary your favourite film/ book? * Mixing past and present
Dear Uncle… Question verbs
(Task) * Infinitive verbs
* Focus on * Use of the
introduction, * Editing writing (past tense
conclusion and sentences)
use of tenses * Considering common
mistakes (using the with
superlatives)

Additional Skills
Reading
Grammar and Language
Unit/Topic Writing Skills Comprehension and Oral/Aural Skills
Usage/ Vocabulary/ Study
Summary Skills
Skills
Excel * A magazine * Factual narrative in * Discussion/ making * Adjectives formed from
Unit 4 article: Fatt Kim academic format: The suggestions and expressing verbs
Loong. (Model) Mulu Caves of Sarawak opinions: How can we make * Recycling words from the
The girl with the * Figurative language Brunei a more popular place main text
record number of * Using summary skills: for tourists to visit? * Countable and
O-Level Letter to Munir uncountable nouns
distinctions. * Editing writing (misused
(Task) uncountable)
* Focus on * Considering common
rhetorical mistakes (common
questions, direct incorrect verb forms)
and reported
speech

ENGLISH LANGUAGE – SPN 21 SCHEME OF WORK 10

YEAR 9
 Additional Skills
Reading
Grammar and Language
Unit/Topic Writing Skills Comprehension and Oral/Aural Skills
Usage/ Vocabulary/ Study
Summary Skills
Skills
Excel * A formal letter: * Narrative in academic * Constructing an interview with * Suffix –ness
Unit 6 “Dear format: Hasan and the an older citizen about growing * Make vs Do
Headmaster…” Communists up in Brunei in the past * Recycling words from the
(Model) * Identifying key points to main text
“ Dear District include in a summary * Passive infinitive verbs
Officer…” (Task) * Paraphrasing in a * Countable and
summary uncountable nouns
* Editing writing (review of
previous units)
* Considering common
mistakes (unwanted
about, sekian, terima
kasih)

Excel * Descriptive * Narrative in academic * Speech presentation: A one- * Commonly misused words
Unit 8 composition format: The Rear-Gun minute speech promoting * 2-part verbs
(describing Turret Brunei to overseas tourists * Recycling words from the
places): Describe * Guided summary main text
a street you know (including direct * Present perfect tense vs
(Model) speech) past simple
Describe your * Agreement of subject and
local market verb
(Task) * Editing writing (verb
forms)
* Considering common
mistakes (so and very +
too)

ENGLISH LANGUAGE – SPN 21 SCHEME OF WORK 11

YEAR 9
 Additional Skills
Reading
Grammar and Language
Unit/Topic Writing Skills Comprehension and Oral/Aural Skills
Usage/ Vocabulary/ Study
Summary Skills
Skills

Excel * Discursive * Narrative in academic * Conversation/ making * Compound words with

Unit 9 composition format: Seized by a suggestions and expressing prepositions
(advantages and Crocodile opinion: Is building more roads * Using markers
disadvantages): * Guided summary a solution to solving traffic * Use of one
Owning a car * Counting words in a problems? * Repeating sentence
(Model) summary structure.
Studying abroad Preposition + -ing
(Task) * Unnecessary prepositions
* Editing writing (everybody
vs every body,
punctuation of direct
speech)
* Considering common
mistakes (misuse of
question marks)

ENGLISH LANGUAGE – SPN 21 SCHEME OF WORK 12

YEAR 9
 Additional Skills
Reading
Grammar and Language
Unit/Topic Writing Skills Comprehension and Oral/Aural Skills
Usage/ Vocabulary/ Study
Summary Skills
Skills

Excel * Discursive / * Narrative in academic * Group Discussion: Is discipline * More prefixes

Unit 10 argumentative format: Into Space in schools important? * Using definitions
composition * Summary practice: * Using markers
(expressing your Writing economically * Interesting adjectives
own views): * The colon
Supermarkets vs * Comparisons
traditional shops * Editing writing
(Model) (comparative forms,
Is discipline in subject-verb agreement,
school too strict? spelling)
(Task) * Considering common
mistakes (a cheap price,
although… but)

ENGLISH LANGUAGE – SPN 21 SCHEME OF WORK 13

YEAR 9
 Upper Secondary (Forms 3-5) Resources List

Texts marked in with an asterisk (*) should already be in schools

Basic Texts (for each individual student)

*1. Gateway to English 3: A Secondary Course for Brunei Darussalam

*2. Secondary English for Brunei Darussalam 4 & 5

*3. Excel in ‘O’ English

4. Key Skills in Writing

5. Key Skills in Reading Comprehension and Summary Writing

Supplementary Materials (2-3 class sets per school)

*1. Secondary English for Brunei Darussalam 3

2. Murphy, ‘Essential Grammar In Use’, Cambridge University Press

3. Murphy & Altman, ‘Grammar in Use’, Cambridge University Press

ENGLISH LANGUAGE – SPN 21 SCHEME OF WORK 14

YEAR 9
Other Resources (4 copies for each school to be used as teacher resources)

1. Keaney, G., ‘Talk is Cheap’, CfBT

2. Cowley, G., ‘Building Vocabulary’, CfBT

3. McCarthy and Redman, ‘English Vocabulary in Use: Pre & Upper Intermediate’, Cambridge University Press

4. Glover et al., ‘The Cambridge Revision Guide’, Cambridge University Press

5. Gower, ‘Grammar in Practice 1, 2 & 3’, Cambridge University Press

6. Millar & Tier, ‘Essential English Grammar 2 & 3’, Folens

7. Blake, ‘Effective Guide to ‘O’ Level English’, Longman

8. Cruz Yap, ‘O Level Language with Distinction: Vocabulary and Comprehension’, Marshall Cavendish Education

9. Hoosan, ‘The O Level Comprehension Book’, Longman

10. Vince, ‘Elementary/Intermediate/First Certificate/ Advanced Language Practice’, Macmillan

11. Stepheny, ‘Proficiency Writing’, Longman

12. Etherton, ‘General Certificate English’, Nelson

13. Reilly, ‘Skills in Non-Fiction 1’

14. Ho Lin Lee, ‘Longman Developing Situational Writing Skills’

15. Rajamanikam, ‘English Language (Yearly) Worked Solutions: 1996-2005 GCE O Level’, Redspot

ENGLISH LANGUAGE – SPN 21 SCHEME OF WORK 15

YEAR 9